Castles AP

School pre-registration inspection report

p.1

Castles AP Sports Pavillion, Ravendale Drive, Lincoln, Lincolnshire LN2 2JN

p.1

Main inspection findings

Part 1. Quality of education provided Paragraph 2(1) to 2(2)(b), 2(2)h to 2(2)(i)  Leaders aim to provide education opportunities for secondary-aged pupils who have been permanently excluded from mainstream schools. They are proposing a curriculum that is bespoke to pupils’ needs as many will arrive with knowledge and skills gaps and/or undiagnosed special educational needs. They want the curriculum to address these gaps in learning and prepare pupils for life in British society. However, leaders have not put sufficient plans in place to ensure that the curriculum achieves these aims.  Leaders plan to assess pupils when they first join the school. They will use this information to decide which curriculum is best suited to pupils’ individual needs. However, leaders have not considered fully how they will accurately identify pupils’ gaps in learning to ensure that the curriculum meets all pupils’ needs and aptitudes.

p.1

Main inspection findings

 Until recently, the proprietor had intended to use the same written curriculum policy that is in place for the school it currently operates. However, newly appointed leaders do not want to take this approach. They are constructing a new curriculum model. This is structured to meet both the needs of pupils who are on a short-term placement towards the end of key stage 4 and those of pupils who may spend a significant amount of time at the school. This curriculum model is in its infancy. Leaders have not yet decided what subjects pupils will study at each key stage.  Leaders are still in the process of planning the curriculum in those subjects they have decided will be taught. In some subjects, such as mathematics, the curriculum is clearly structured and sequenced. However, in most subjects, leaders have not decided exactly what they want pupils to learn nor in what order.  Leaders have purchased an age-appropriate, phonics-based reading scheme to

p.1

Main inspection findings

support pupils who are not yet confident readers. Staff who are proposed to work in the school have been trained to deliver this scheme. However, there are not yet plans in place to ensure that pupils acquire speaking, listening and literacy skills.  The schemes of work currently in place do not undermine the fundamental British values of, for example, individual liberty and tolerance and respect of those with different faiths and beliefs. Paragraphs 2(2)(d) to 2(2)(d)(ii), 2A(1), 2A(1)(b) to 2A(2)  The schemes of work for personal, social, health and economic (PSHE) education and relationships and sex education (RSE) are comprehensive and reflect the aims and ethos of the proposed school. The RSE policy will be made available on the school’s website when the website is established. The policy recognises the need to consult with parents about the delivery of this programme. Paragraph 2(2)(e) to 2(2)(e)(iii)

p.1

Main inspection findings

 The proprietor has engaged an impartial and independent provider to ensure that pupils receive appropriate careers advice and guidance. This will help pupils make an informed choice about their next steps in employment, education or training. Paragraph 3 to 3(g), 3(i) to 3(j)  Leaders have not yet defined the end points of each subject curriculum. It is not clear what progress through the curriculum will look like for each subject and how teaching will develop pupils’ knowledge and skills.  The lack of clarity around how leaders will assess pupils’ gaps in learning limits how well teachers will be able to take into account pupils’ aptitudes, needs and prior attainment when delivering the curriculum.  It is unclear from the schemes of work how leaders will ensure that lessons will be well planned and make use of effective teaching methods.  Resources to support the delivery of the curriculum are not available in many

p.2

Main inspection findings

subjects.  There is no framework in place to assess pupils’ work.  The proprietor proposes to employ a mixture of qualified teachers and other support staff, as well as move experienced staff across from their existing school when the new school opens. Some teachers currently employed by the proprietor are subject specialists. They will support other staff with their knowledge and understanding of the subject matter being taught. Paragraph 4  The report template which leaders intend to use to report to parents about pupils’ performance does not match the curriculum which leaders have recently proposed to put in place.  The school is not likely to meet all the independent school standards (the standards) in this part. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5 to 5(d)(iii)  Leaders will ensure that the proposed curriculum promotes the fundamental British values of, for example, democracy and the rule of law. Teachers’ lesson plans will

p.2

Main inspection findings

show how these aspects of British values are incorporated into lessons.  Pupils will learn about right and wrong. They will appreciate the importance of self- control and taking responsibility for their actions through the ‘behaviour curriculum’ which leaders plan to implement.  Pupils will learn about the protected characteristics of the Equality Act 2010 in their PSHE lessons.  Leaders plan for pupils to undertake activities such as litter picking, repairing residents’ fencing and working with local charities to encourage pupils to contribute positively to society.  Leaders are planning to invite the local police to the school to talk to pupils, to establish pupils’ trust in and respect for their work.  The proprietor has established links with some local faith leaders and plans for visits to places of worship to help pupils develop respect for different faiths and cultures.  Leaders will ensure that staff and visitors provide balanced points of view when they

p.3

Main inspection findings

are delivering content to pupils.  The school is likely to meet all the requirements of the standard in this part.

p.3

Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 7 to 7(b)  Leaders have prioritised safeguarding. They are aware of the increased safeguarding vulnerabilities that pupils with challenging behaviour and those with special educational needs and/or disabilities (SEND) may face. Leaders know the potential safeguarding risks in the local area.  Leaders and staff have undergone appropriate safeguarding training in line with national guidance.  Leaders have an appropriate system in place for staff to record any safeguarding concerns that they may have about pupils. The system has opportunities for leaders to record any subsequent actions and any contact with outside agencies, such as children’s social care.  The safeguarding policy reflects the latest national guidance. It provides useful information about local safeguarding partners. It clearly sets out that safeguarding is everyone’s responsibility.

p.3

Main inspection findings

 Pupils will be taught how to keep themselves safe, including when online, through PSHE and e-safety lessons.  Web-filtering and monitoring systems are in place. Paragraphs 3(h), 9 to 10  Appropriate behaviour and anti-bullying policies are in place. Staff will use the guidance in the policy to ensure good behaviour and appropriate routines. Leaders are aware that the pupils they plan to admit will present particular challenges and can become quickly dysregulated. They have appropriate strategies in place to support these pupils to manage their behaviour.  All staff will be trained in how to manage challenging behaviour and in how to use intervention strategies appropriately, including the use of restraint.  The school’s online management system will be used to record any incidents of poor behaviour, including bullying.  Pupils will learn about different types of bullying through their PSHE lessons. They will

p.3

Main inspection findings

know how to report any bullying they may experience. Paragraphs 11 to 13  There are appropriate health and safety and first aid policies in place. A health and safety officer will ensure the effective implementation of these policies, including by undertaking weekly checks. Staff will receive appropriate first aid training.  A fire risk assessment has been completed. The health and safety officer will ensure weekly and monthly fire safety checks. The school complies with the Regulatory Reform (Fire Safety) Order 2005. Paragraph 14  Leaders will ensure that the pupils are appropriately supervised by staff during lessons, social times and when out on educational visits. The current proposal is that there will be a minimum ratio of one staff member to three pupils. Paragraph 15  Leaders will ensure that the admission register meets statutory requirements.  Daily registers will be kept, and welfare visits made to families in the event of any

p.4

Main inspection findings

attendance concerns. Paragraph 16 to 16(b)  There is an appropriate risk assessment policy available. The policy explains how staff will assess risk using a matrix to determine the risk level. Risk assessments for the site and for trips and visits contain clear control measures to mitigate against any identified risks. Individual pupil risk assessments are detailed and contain possible behaviour triggers and appropriate de-escalation techniques for staff to employ.  The school is likely to meet all the standards in this part.

p.4

Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3), 19(2) to 19(2)(d)(ii), 19(3), 20(6) to 20(6)(c), 21(1) to 21(3)(b), 21(5) to 21(5)(a)(ii), 21(5)(c) to 21(6)  All leaders, including the proprietor, have undertaken training in safer recruitment. They understand their duty to carry out the necessary recruitment checks to ensure that new staff are suitable to work with children. They know they must complete these checks before staff begin to work at the school.  Appropriate recruitment checks are undertaken on members of the body of proprietors.  Leaders know the information they require if they choose to appoint supply staff through an agency. The two agencies the proprietor currently uses provide information that confirms completion of all the required checks. Leaders check this information before any supply staff begin to work at the school.  Recruitment checks are appropriately recorded on the single central record.

p.4

Main inspection findings

 The school is likely to meet all the standards in this part.

p.5

Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 24(1)(b), 24(2) to 29(1)(b)  The proposed site has suitable toilet facilities that are readily available for the sole use of pupils. The facilities have an adequate supply of hot and cold water. The hot water does not pose a scalding risk to users.  There are appropriate changing facilities and showers for pupils.  There is suitable accommodation for the short-term care of sick or injured pupils. It includes a washing facility and is close to the toilet.  The proposed premises are relatively new and are currently undergoing further refurbishment. Leaders are committed to maintaining the premises to a high standard to ensure pupils’ health and safety, so far as is reasonably practicable.  The lighting and acoustic conditions in the classrooms are suitable.  There is external lighting to help ensure that pupils, staff and visitors can leave safely

p.5

Main inspection findings

when it is dark.  Drinking water is readily available to pupils and is marked as such.  There is a suitable outdoor area for pupils to socialise and to play outside. There are also extensive playing fields for physical education.  The school is likely to meet all the standards in this part.

p.5

Main inspection findings

Part 6. Provision of information Paragraph 32(1) to 32(1)(d), 32(1)(f) to 32(1)(i), 32(2) to 32(2)(b), 32(2)(b)(ii), 32(2)(d) to 32(3)(g)  The school does not yet have a website. Leaders are aware of the information that must be made available on the website once it is online, including the safeguarding policy, the RSE policy and copies of inspection reports.  Parents will be able to request paper copies of other policies and documents that will not be available to download from the website.  Leaders will work with local authorities to review pupils’ education, health and care (EHC) plans. They understand their responsibilities with regard to providing information to local authorities about looked after children and pupils with an EHC plan when requested.  Leaders will share information about pupils’ academic performance.  Parents will receive an annual report with information about their children’s progress.

p.5

Main inspection findings

 The school is likely to meet all the requirements of the standard in this part.

p.6

Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33 to 33(k)  The complaints policy outlines what parents should do if they have a concern about any aspect of the school’s work. It outlines the process for both informal and formal complaints. Each stage that leaders follow for dealing with complaints is clearly explained and the timeframe for each step is provided.  Parents who are not satisfied with the way leaders have handled their complaint can request a panel hearing that will be independently chaired.  Leaders will retain a written record of all complaints and the actions they take in response.  The school is likely to meet all the requirements of the standard in this part.

p.6

Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1) to 34(1)(c)  The proprietor is passionate about giving young people who are currently out of education another chance. They want to work with the local authority to ensure that they can provide an appropriate education for these young people. However, the proprietor has not made sure that the arrangements for the proposed school are likely to meet all the standards.  The proprietor does not have a comprehensive understanding of the standards that relate to the curriculum. The very new leadership and some external support for the proprietor are starting to bring more clarity about what pupils will learn. However, this work on the curriculum has only just started and there is much to be done to ensure that it meets the needs of the pupils the leaders are proposing to accept.  The proprietor has not ensured that school leaders have the knowledge and skills they

p.6

Main inspection findings

need to be effective in their roles.  The proprietor does not have sufficient educational knowledge to be able to provide leaders with the necessary support and challenge. However, the proprietor has sought guidance from an external educational professional to help them hold leaders to account. They have also recently appointed a very experienced leader to lead the proposed school.  The school is not likely to meet the standard in this part. Schedule 10 of the Equality Act 2010  The proposed accessibility plan identifies how leaders will ensure that the site, the curriculum and any documentation are accessible for pupils with SEND.  The school is likely to meet the regulation in this part.

p.6

Compliance with regulatory requirements

The school is unlikely to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements, as set out in the annex of this report.

p.8

Proposed school details

This inspection was carried out under section 99 of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are required for registration as an independent school.

p.9

Proposed school details

Email address info@castleseducation.co.uk

p.9

Proposed school details

Date of previous standard inspection Not previously inspected

p.9

recommendation

Age range of pupils Not applicable 11 to 16 11 to 16 Number of pupils on the school roll 0 40 40

p.9

School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age Not applicable 40

p.10

School’s current position School’s proposal

Number of part-time pupils Not applicable 0

p.10

School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable To be confirmed

p.10

School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable To be confirmed

p.10

School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with an education, health and care plan Not applicable To be confirmed

p.10

School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 7

p.10

School’s current position School’s proposal

Number of part-time teaching staff Not applicable 0

p.10

School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 7

p.10

Information about this proposed school

 The proprietor of the proposed school is Castle Special Projects LLP. This company currently runs an independent special school in Gainsborough called Castles Education. The proprietor is proposing that the recently appointed headteacher at this other school will become the executive headteacher of both schools.  The proposed school is located in Lincoln, Lincolnshire.  The proposed school will provide full-time education for up to 40 pupils aged between 11 and 16 who have been permanently excluded. The school will operate as a ‘sixth day provision’, under a contract for Lincolnshire local authority, which is due to commence in February 2024.  The school will provide for pupils who have missed significant periods of education due to challenging behaviour and/or social, emotional or mental health needs. It is expected that some pupils may be pupils with SEND or pupils who have undiagnosed additional needs.

p.10

Information about this inspection

 This was the proposed school’s first pre-registration inspection. It was commissioned by the Department for Education to determine whether the proposed school is likely to meet the standards if it is given permission to open.  The inspector met with two of the members of the body of proprietors and the headteacher. He also met remotely with the safeguarding leader and the human resources manager of the proprietor’s other school.  The inspector conducted a tour of the proposed site to check the premises against part 5 of the standards.  The inspector scrutinised a wide range of documentation, including policies, and curriculum plans.  The inspector checked the arrangements for safeguarding and staff recruitment.

p.12

Inspection team

Dave Gilkerson, lead inspector His Majesty’s Inspector

p.12

Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(h) that all pupils have the opportunity to learn and make progress;

p.13

Part 1. Quality of education provided

– 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils

p.13

Part 1. Quality of education provided

can progress.  4 The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school’s own aims as provided to parents or national norms, or to both, is in place.

p.13

Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.14

Part 8. Quality of leadership in and management of schools

Parent View You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

p.15

Part 8. Quality of leadership in and management of schools

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

p.15

Part 8. Quality of leadership in and management of schools

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.15

Part 8. Quality of leadership in and management of schools

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Part 8. Quality of leadership in and management of schools

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Part 8. Quality of leadership in and management of schools

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.15